Lesson Plan

Name

Professor

Institute

Course

Year

Code: EDMA417

Lesson Plan Format

Class: JUNIOR SECONDARY SCHOOL

Date: Monday, 12th March, 2013 Time: Start: __09:00 a.m.__________

Finish: __ 09:40 a.m._________

Key Learning Area: TRIGONOMETRY

Lesson Topic: GEOMETRY

Recent Prior Experience (specific relevant concepts, skills and values the school students have experienced prior to this lesson):

To ensure that the learning process is smooth, students will be applying already learnt concepts and skills from the topic of Construction.

Syllabus Outcome(s):

(One or two only. Please note the syllabus reference number AND write out in full).

– K–10 NSW Mathematics Syllabus (NSWBOS, 2013).

–

Indicators of Learning for this lesson:

Behaviors that contribute toward achievement of outcome(s).

Quote syllabus numbers. Must be clear, specific, observable.

Curriculum Content Strands may be used as headings.

By the end of this lesson, the students will:

Be able to define the term Geometry

Understand the difference between Drawing and Construction in Geometry.

Be able to prepare/ construct different shapes/ angles using only a pair of compasses and a ruler.

Identify and understand the step by step procedure of constructing a triangle using a ruler and a compass. This may be carried out through a creative activity and participation in intellectual individual work or Group Work for the main purpose of solving mathematical problems through the laid down procedure (O’Brien 2005).

Be able to apply already leant basic concepts and skills to calculate the size of different angles based on construction specification.

Be able to apply learnt knowledge and skills to different careers that incorporate the same applications in geometry for the main purpose of running or conducting their operations. For instance, perspective drawing.

Solve or work out mathematical problems on related topic. Assessment:

Strategies which will be used to assess

Learners’ attainment of learning outcomes.

Should be linked to each learning indicator.

In order for the student to acquire essential knowledge, proper understanding and skill in the Geometry, frequent consultation of the syllabus together with enough resource materials in terms of text books are vital (Afamasaga-Fuata’i 2009).

According to Beckmann, Thompson & Rubenstein, teachers should fit in a learner centered approach during instruction. The idea here is to help the students differentiate between drawing and construction in Geometry. After discussing what Geometry entails, it is important for the teacher to show the students how the constructed shapes in Geometry behave under different angles. All learning activities focus on the learner. The importance of using a learner centered approach is to ensure that the student learns by doing. The teacher’s role within this context is only that of supervision and providing assistance (2010).

Another way that the learner centered approach can prove useful is through the incorporation of Group work activities during and after instruction. For the groups to be effective, the groups should comprise of 3 or 4 members.

Any safety issues to be considered:

Resources:

List resources you used in preparing the lesson AND those used in the lesson implementation.

Mathematical Class Text Book

NSW K-10 syllabus

Teacher Notes

LESSON SEQUENCE

Lesson Content / Indicators of Learning (What is Taught):

Note key skills, concepts and values

addressed in each section. Link to your Indicators of Learning. Timing

(mins) Teaching Strategies / Learning Experiences:

(How it is taught)

Write detailed steps showing what the teacher (T) will do and what students (Ss) will do. Resources and Organization:

INTRODUCTION

Introducing the Topic Geometry

3

(T): The introductory part can be executed perfectly using the Question and Answer approach;

Who can define the term Geometry?

Geometry can be defined as a branch of mathematics that deals with the relationship of different points in lines properties, surfaces, solids, and higher dimensional equivalents.

To make it possible for learners to comprehend and understand the definition, simple and clear English should be used.

(Ss): The student is at the center of the learning process.

Within this context, the teacher should be insightful when approving/ dismissing student comments with regard to the definition(s) as attempted by students when asked.

The student opinion/answers as per their level of understanding.

Students should first listen and later take notes on the definition of Geometry.

Another way that the learner centered approach can prove useful is through the incorporation of Group work activities during and after instruction. For the groups to be effective, the groups should comprise of 3 or 4 members (Orlich 2013). Whiteboard and/or blackboard.

Summarized Teacher notes.

DEVELOPMENT

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Together with the students in their already formed groups, we shall work through the laid down step by step procedure of working our way through geometric problems. By so doing, we shall be able to find full solution to each problem in the mathematical class text (Leech 2007). The chances here are that from the formed groups, the students will be able add, subtract, multiply and divide based on the fact that they will learn from their colleagues. Within this context, the teacher can constantly monitor student progress from the supervisions.

Mathematical Class Text

Whiteboard and/or blackboard.

Geometry apparatus such as compass, ruler and divider

Summarized Teacher notes.

CLOSURE

Conclusion

5

To make the recap or summary effective and meaningful, it is of great importance that the black/ whiteboard(s) remain clean and the close their books so that they are able to use their power of recall. In addition, this step makes it possible for teacher(s) to test the effectiveness of the teaching strategies being put into practice.

Since this lesson involved the incorporation of two learning strategies, the teacher centered approach and the learner centered approach (group work), representatives selected from different groups will give their group presentation based on their findings.

Different groups will focus on answering the questions below.

Who can remember our earlier definition of the term Geometry?

The teacher can ask the representative to do a recap of the laid down procedure that is followed during construction in geometry at the same time explaining this processes.

Give examples of career/professions associated with geometry. References

Afamasaga-Fuata’i, K. (2009). Concept mapping in mathematics: Research into practice. New York: Springer.

Beckmann, C. E., Thompson, D. R., & Rubenstein, R. N. (2010). Teaching and learning high school mathematics. Hoboken, NJ: Wiley.

Leech, B. C. (2007). Geometry’s great thinkers: The history of geometry. New York: Rosen Publishing Group’s PowerKids Press.

O’Brien, K. E. (2005). Successful devices in teaching geometry. Portland, Me: J.W. Walch.

Orlich, D. C. (2013). Teaching strategies: A guide to effective instruction. Belmont, CA: Wadsworth Cengage Learning.